Charles Sealsfield and the Courrier des Etats-Unis

PMLA ◽  
1953 ◽  
Vol 68 (1) ◽  
pp. 170-188
Author(s):  
Karl J. R. Arndt

After Otto Heller published the results of his investigations into the question of Charles Sealsfield's claimed editorship of the Courrier des Etats-Unis in the Euphorion in 1907 (xiv, 718-724), he was convinced that he had disproved “the biographical fable that makes Sealsfield editor of the Courrier des États-Unis.” This assertion was repeated in 1939 in the important Heller-Leon Sealsfield Bibliography and more recently in an article published by the Zeitschrift für deutsche Philologie, to which Professor Eduard Castle of the University of Vienna then made an enlightening but inconclusive reply because he did not have access to copies of the Courrier. In view of the fact that to date Otto Heller's study remains the only one based on an actual examination of the Courrier itself, the weight of evidence must remain in favor of his published conclusions unless these are disproved by more valid evidence from the same source. On the basis of a more complete study of the record it is believed that the following pages will bring such evidence and thus reestablish and confirm Sealsfield's original claim made in his biographical letter to Brockhaus asserting that from 1829-30 he was editor of the Courrier and that he resigned several weeks after news of the French Revolution of 1830 reached America. This will not only correct an unfortunate error in Sealsfield scholarship, but also clear Sealsfield against a charge of untruthfulness.

Author(s):  
Gianfranco Petronio

POR - ResumoNeste ensaio, que tem como objeto a análise da parábola transformativa concernente à universidade, da sua fundação medieval aos dias atuais, focalizam-se eventos centrais que predominantemente a determinaram, ou seja, as mudanças culturais e político-sociais, que, advindas com a Modernidade do século XVI, afirmaram-se com a difusão do iluminismo e se concretizaram com a Revolução Francesa, íntima e radicalmente, modificando os paradigmas de poder. Essa “revolução” não poderia não capitalizar também destinatários, escopos e valores da instrução superior, provocando nela uma reforma integral e substancial, sobre a qual destacam-se, principalmente, alguns imprevistos e resultantes paradoxais que estão, contemporaneamente, na base de críticas relevantes, voltadas à universidade moderna. POR - Palavras-chave: Universidade. Liberdade. Criatividade. Estado.ITA - La parabola dell’università: dalla disciplina dell’obbedienza alla codificazione della libertàITA - RiassuntoNell’analisi della parabola trasformativa che ha interessato le università, dalla fondazione medievale fino ad oggi, sono focalizzati gli eventi centrali che l’hanno maggiormente determinata, ossia i cambiamenti prima culturali poi politici e sociali che avviati con il sorgere della modernità (XVI secolo) si sono affermati con la diffusione dell’Illuminismo e si sono infine concretizzati con la Rivoluzione francese, e hanno intimamente e radicalmente mutato i paradigmi del potere. Questa “rivoluzione” non poteva non investire anche destinatari, scopi e valori dell’istruzione superiore, provocandone un’integrale e sostanziale riforma di cui vengono principalmente sottolineati alcuni imprevisti e paradossali risultati che oggi probabilmente sono alla base di alcune importanti criticità che interessano l’università moderna.ITA - Parole chiave: Universitá. Libertá. Creativitá. Stato.ENG - The parable of the university: the discipline of obedience to coding of freedomENG - AbstractIn the analysis of the transformative parable that has concerned the university, from the medieval foundation until now, and focused on the central events that have most determined them, i.e., the cultural and social-political changes that started with the rise of modernity (XVI century), have emerged with the spread of the Enlightenment and were finally materialized with the French Revolution, and have deeply and radically changed the paradigms of power. This “revolution” could not invest recipients, purposes and values of higher education, causing an integral and substantial reform, on which we highlight some unexpected and paradoxical results that today are probably the base of some important critical issues directed to the modern university.ENG - Keywords: University. Freedom. Creativity. State.SPA - La parábola de la universidad: La disciplina de obediencia a codificación de la libertadSPA - ResumenEn el análisis de la parábola de transformación que ha afectado a la universidad, desde la fundación medieval hasta ahora, se han centrado en los acontecimientos centrales que más han determinado, es decir, los cambios antes de esa política cultural y social que comenzó con el surgimiento de la modernidad (siglo XVI) han surgido con la difusión del Iluminismo y fueron finalmente materializado con la Revolución Francesa, y han cambiado profundamente y radicalmente los paradigmas de poder. Esta “revolución” no podía también invertir a los destinatarios, objetivos y valores de la educación superior, causando una reforma integral y sustancial es destacado principalmente algunos resultados inesperados y paradójicos que hoy son probablemente la base de algunas cuestiones críticas importantes que afectan a la universidad moderna.SPA - Palabras clave: Universidad. Libertad. Creatividad. Estado.


1982 ◽  
Vol 18 ◽  
pp. 381-395 ◽  
Author(s):  
William Stafford

The Maxim my country right or wrong is unquestionably difficult and perhaps impossible to justify; certainly no Christian can easily regard the nation as the supreme object of loyalty. Yet during the revolutionary and Napoleonic wars intensive efforts were made in press and pulpit, through the courts and through informal social pressure, to enhance patriotism. Patriotism almost certainly became stronger and more widely diffused. How did the denominations respond to this dilemma? My aim is to suggest some links between denominational affiliation and attitudes to nationalism. The topic is an important one; at this time religion usually set the terms of the debate about loyalty.


1957 ◽  
Vol 2 (2) ◽  
pp. 266-287 ◽  
Author(s):  
Arthur Lehning

At the University of Pisa, where he studied law, Buonarroti had been acquainted with the i8th century social philosophers especially Helvetius, Mably, Rousseau and Morelly, who had moulded his social and political ideology. When the French Revolution broke out he was among the most courageous protagonists to defend its ideas: “J'attendais depuis longtemps le signal, il fut donné”. In October 1789 he left his native Tuscany, “ivre de l'amour de la liberté, épris de la courageuse entreprise des Français, indigné centre la tyrannic, et las de l'inquisition et des persécutions du despotisme”, as he said later in his defence at Vendôme. In Corsica he published an Italian paper in defence of the French Revolution, the Giornale Patriottico, and in November 1790 he obtained a post in the administration of the island as head of the “Bureau des domaines nationaux et du clergé”. In this capacity he had to deal with the administration and sale of landed property. The rural economy of the island was based on a nearly equal distribution of very small holdings, there were hardly any labourers, and there existed a strong tradition of common interests and collective rights. In his Survey of Corsica Buonarroti wrote: “La communalité des biens semble garantir partout au pauvre le sentiment de son indépendance: partout les communes des campagnes réclament des biens que la tyrannic génoise et française ravit au peuple pour récompenser les crimes de ses favoris. Les grands propriétaires sont en très petit nombre: l'homme sans terre est rare, comme celui sans courage”.


Author(s):  
Giafranco Petronio

RiassuntoNell’analisi della parabola trasformativa che ha interessato le università, dalla fondazione medievale fino ad oggi, sono focalizzati gli eventi centrali che l’hanno maggiormente determinata, ossia i cambiamenti prima culturali poi politici e sociali che avviati con il sorgere della modernità (XVI secolo) si sono affermati con la diffusione dell’Illuminismo e si sono infine concretizzati con la Rivoluzione francese, e hanno intimamente e radicalmente mutato i paradigmi del potere. Questa “rivoluzione” non poteva non investire anche destinatari, scopi e valori dell’istruzione superiore, provocandone un’integrale e sostanziale riforma di cui vengono principalmente sottolineati alcuni imprevisti e paradossali risultati che oggi probabilmente sono alla base di alcune importanti criticità che interessano l’università moderna.Parole chiave: Universitá. Libertá. Creativitá. Stato.ResumoNeste ensaio, que tem como objeto a análise da parábola transformativa concernente à universidade, da sua fundação medieval aos dias atuais, focalizam-se eventos centrais que predominantemente a determinaram, ou seja, as mudanças culturais e político-sociais, que, advindas com a Modernidade do século XVI, afirmaram-se com a difusão do iluminismo e se concretizaram com a Revolução Francesa, íntima e radicalmente, modificando os paradigmas de poder. Essa “revolução” não poderia não capitalizar também destinatários, escopos e valores da instrução superior, provocando nela uma reforma integral e substancial, sobre a qual destacam-se, principalmente, alguns imprevistos e resultantes paradoxais que estão, contemporaneamente, na base de críticas relevantes, voltadas à universidade moderna. Palavras-chave: Universidade. Liberdade. Criatividade. Estado.AbstractIn the analysis of the transformative parable that has concerned the university, from the medieval foundation until now, and focused on the central events that have most determined them, i.e., the cultural and social-political changes that started with the rise of modernity (XVI century), have emerged with the spread of the Enlightenment and were finally materialized with the French Revolution, and have deeply and radically changed the paradigms of power. This “revolution” could not invest recipients, purposes and values of higher education, causing an integral and substantial reform, on which we highlight some unexpected and paradoxical results that today are probably the base of some important critical issues directed to the modern university.Keywords: University. Freedom. Creativity. State.ResumenEn el análisis de la parábola de transformación que ha afectado a la universidad, desde la fundación medieval hasta ahora, se han centrado en los acontecimientos centrales que más han determinado, es decir, los cambios antes de esa política cultural y social que comenzó con el surgimiento de la modernidad (siglo XVI) han surgido con la difusión del Iluminismo y fueron finalmente materializado con la Revolución Francesa, y han cambiado profundamente y radicalmente los paradigmas de poder. Esta “revolución” no podía también invertir a los destinatarios, objetivos y valores de la educación superior, causando una reforma integral y sustancial es destacado principalmente algunos resultados inesperados y paradójicos que hoy son probablemente la base de algunas cuestiones críticas importantes que afectan a la universidad moderna.Palabras clave: Universidad. Libertad. Creatividad. Estado.


1973 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Neil Gilbert ◽  
Harry Specht

In recent years American universities have come under increasing attack from many students and a small proportion of faculty for being a spawning ground of ‘institutional racism’, a charge that implies various malefactions. The language of this accusation is often so inflammatory that different meanings of the term are fused and consequently policies to deal with the problems at issue are confused. Having spent a good portion of the last two years listening to the accusations, proclamations, and demands made in the name of institutional racism, we should now like to examine what some of the basic issues seem to be about and their policy implications for the university.


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